Expanding Global Philanthropy to Support the Human Rights of Lesbian, Gay, Bisexual and Transgender People

Summarizes discussions from a September 2008 meeting of donors, foundation leaders, and rights advocates on the global lesbian, gay, bisexual, and transgender rights movement, key obstacles, and ways to increase philanthropic resources to address them

Professional Learning Portfolios for Argumentation in School Science

This paper reports on the use of portfolios in a continuing professional development programme to advance teachers’ skills in their pedagogy of argumentation. The programme adopted a cyclical process of expert input- teacher practice- sharing practice, in order for professional learning to include reflective analysis of growing accomplishment. Accomplishment was initially defined according to previous research and development on the teaching of argumentation, but was redefined during the programme as teachers shared practice and discussed their achievements. Portfolios were used to help teachers apply their learning, collate evidence of their accomplishment and share reflective analysis of practice with other colleagues on the programme. The paper includes extracts of two teachers’ portfolios; these provide evidence of each teacher’s developing accomplishment in the teaching of argumentation. Portfolios are idiosyncratic and are constructed according to an individual teacher’s motivations, interpretations and situations. Teachers need structure and guidance in creating purposeful portfolios that enhance reflective practice

Professional Learning Portfolios for Argumentation in School Science

This paper reports on the use of portfolios in a continuing professional development programme to advance teachers’ skills in their pedagogy of argumentation. The programme adopted a cyclical process of expert input- teacher practice- sharing practice, in order for professional learning to include reflective analysis of growing accomplishment. Accomplishment was initially defined according to previous research and development on the teaching of argumentation, but was redefined during the programme as teachers shared practice and discussed their achievements. Portfolios were used to help teachers apply their learning, collate evidence of their accomplishment and share reflective analysis of practice with other colleagues on the programme. The paper includes extracts of two teachers’ portfolios; these provide evidence of each teacher’s developing accomplishment in the teaching of argumentation. Portfolios are idiosyncratic and are constructed according to an individual teacher’s motivations, interpretations and situations. Teachers need structure and guidance in creating purposeful portfolios that enhance reflective practice

Attitudes towards science: a review of the literature and its implications

This article offers a review of the major literature about attitudes to science and its implications over the past 20 years. It argues that the continuing decline in numbers choosing to study science at the point of choice requires a research focus on students? attitudes to science if the nature of the problem is to be understood and remediated. Starting from a consideration of what is meant by attitudes to science, it considers the problems inherent to their measurement and what is known about students' attitudes towards science and the many factors of influence such as gender, teachers, curricula, cultural and other variables. The literature itself points to the crucial importance of gender and the quality of teaching. Given the importance of the latter we argue that there is a greater need for research to identify those aspects of science teaching that make school science engaging for pupils. In particular, a growing body of research on motivation offers important pointers to the kind of classroom environment and activities that might raise pupils' interest in studying school science and a focus for future research

Comparison of Bayesian and frequentist group-sequential clinical trial designs

Background: There is a growing interest in the use of Bayesian adaptive designs in late-phase clinical trials. This includes the use of stopping rules based on Bayesian analyses in which the frequentist type I error rate is controlled as in frequentist group-sequential designs. Methods: This paper presents a practical comparison of Bayesian and frequentist group-sequential tests. Focussing on the setting in which data can be summarised by normally distributed test statistics, we evaluate and compare boundary values and operating characteristics. Results: Although Bayesian and frequentist group-sequential approaches are based on fundamentally different paradigms, in a single arm trial or two-arm comparative trial with a prior distribution specified for the treatment difference, Bayesian and frequentist group-sequential tests can have identical stopping rules if particular critical values with which the posterior probability is compared or particular spending function values are chosen. If the Bayesian critical values at different looks are restricted to be equal, O’Brien and Fleming’s design corresponds to a Bayesian design with an exceptionally informative negative prior, Pocock’s design to a Bayesian design with a non-informative prior and frequentist designs with a linear alpha spending function are very similar to Bayesian designs with slightly informative priors. This contrasts with the setting of a comparative trial with independent prior distributions specified for treatment effects in different groups. In this case Bayesian and frequentist group-sequential tests cannot have the same stopping rule as the Bayesian stopping rule depends on the observed means in the two groups and not just on their difference. In this setting the Bayesian test can only be guaranteed to control the type I error for a specified range of values of the control group treatment effect. Conclusions: Comparison of frequentist and Bayesian designs can encourage careful thought about design parameters and help to ensure appropriate design choices are made

Restart: The Resurgence of Computer Science in UK Schools

Computer science in UK schools is undergoing a remarkable transformation. While the changes are not consistent across each of the four devolved nations of the UK (England, Scotland, Wales and Northern Ireland), there are developments in each that are moving the subject to become mandatory for all pupils from age 5 onwards. In this article, we detail how computer science declined in the UK, and the developments that led to its revitalisation: a mixture of industry and interest group lobbying, with a particular focus on the value of the subject to all school pupils, not just those who would study it at degree level. This rapid growth in the subject is not without issues, however: there remain significant forthcoming challenges with its delivery, especially surrounding the issue of training sufficient numbers of teachers. We describe a national network of teaching excellence which is being set up to combat this problem, and look at the other challenges that lie ahead

Chaos of Textures or ‘Tapisserie’? A Model for Creative Teacher Education Curriculum Design

A tapestry or ‘tapisserie’ methodology, inspired by Denzin and Lincoln’s ‘bricolage’ methodology (2000), emerged during the complex task of re-developing teacher education programs at the University of the Sunshine Coast, Queensland, Australia. ‘Tapisserie’ methodology highlights the pivotal task of determining stable ‘warp threads’ prior to the subsequent interweaving of myriad ‘weft threads’. In our context, the core values of the education team were deemed to be the crucial ‘warp threads’ which would provide structure and navigation through numerous ‘weft threads’. The resultant model assisted teacher educators’ understanding of this complex process within a rigorous accreditation environment. It aims to preserve the collective wisdom, vision and creativity of teacher educators, and it can guide others tasked with similar requirements. This approach adds to the debate regarding what, in the current teacher education context, will genuinely inspire and enhance outcomes for the teachers of tomorrow, and, in turn, their students

Anglo-American corporate governance and the employment relationship: a case to answer?

The corporate governance environment in the UK and US is generally thought to be hostile to the emergence of cooperative employment relations of the kind exemplified by labour-management partnerships. We discuss case study evidence from the UK which suggests that, contrary to this widespread perception, enduring and proactive partnerships may develop, in conditions where management can convince shareholders of the long-term gains from this approach, and where other regulatory factors operate to extend the time-horizon for financial returns. We conclude that there is more scope than is commonly allowed for measures which could reconcile liquidity in capital markets with cooperation in labour relations competition rather than EC legislationcorporate governance, labour-management partnerships, stakeholding

The development of a best practice internal coaching framework

The aim of the research was to establish what the benefits are of internal coaching, how internal coaching practices can be improved, and to see if a best practice model for internal coaching could be developed. Design / methodology / approach In this three year longitudinal study of internal coaching within a large national multimedia organisation, the clients behaviour was assessed prior to the coaching using a bespoke 360 degree feedback instrument, with the coaching programme duration (including the collation of feedback) being approximately 9 months per client. The data provided from the feedback instrument was discussed with the client at the initial coaching session and they were then encouraged to identify behaviours they wanted to improve, and to set objectives which they were to action between coaching sessions. Further objectives were then set depending on the progress made, and priorities perceived by the client. This cycle of monitoring performance and being held accountable for progress was repeated throughout the coaching sessions. After the last coaching session, clients were encouraged to approach their colleagues who had provided original data on their performance and provide a brief review of targeted behaviours, and provide evidence to substantiate improvements. Findings The research found that internal coaching had a positive impact on both performance and on achieving business outcomes. Originality / Value The research makes a valuable contribution to the recognition of the benefits of internal coaching as an effective means of developing an evidence based improvement in coaching clients, as well as the development of a best practice framework which considers the characteristics of the coach, the roles of the coach and the client, and the conditions conducive for the coaching to produce a positive impact.N/